Math: Geometry Plans 2/17/14: Third Grade Background knowledge: These students have been working on area and

perimeter, shapes, measurement & weight. There is an upcoming test later this week on the material. Students were given a probe last week to see what skills they still need to work on. Students have been placed into three groups based on the skills they need more practice with. Students work in groups frequently so they are used to the routine of small group math work. Students rotate to different centers with their group. One group will be working on instruction with me. Another group will be using FasTTmath. This program is individual for each student; it helps them build their math facts. The third group will be doing a brief practice sheet for seatwork. They can work on this with a partner. Then I have prepared a shapes game. They can either show the shapes to a partner and the partner tells the characteristics or they can name the characteristics of the shape and the partner guesses the shapes. All seatwork is collaborative. *Many students will be in more than one group so they will have all the skills necessary. Group 1: See Attachment A Objective: Students will be able to make two rectangles with the same area and different perimeters. Materials: White board & markers Tiles for students Worksheet for students (it has smaller squares) Instruction: Please get out 10 tiles. Today we are going to continue practicing making two rectangles that have the same area. What is area? How do we make a rectangle that has an area of ten squares? Go ahead and make a rectangle with an area of ten. (While they are using their tiles to make shapes I will pass out a paper for them to draw it on. They have been struggling with the idea that the smaller graph squares on paper are the same as our tiles-So I want them to have the tiles first to practice before they draw them.) Ive noticed that we have struggled to draw the same pictures that our tiles show us. Each tile is worth one square on our paper. (Hold up a tile and draw it on the paper to show the connection). Project the worksheet on the board. Have a student come up and draw what they made on the board. Then have another student who did it differently draw their answer on the second grid. Have all students find the area and perimeter of those shapes.

Then ask students to get four more tiles each. Then have them do the same thing for 14 squares as the area. While students are working go around and help students as needed. When a student is successful with 4 squares tell them to work on seatwork until we are ready to switch stations as a class. Group 2: See Attachment B Objective: Students will be able to estimate an amount, and then check their estimate with addition. Students will be able to identify where that estimate falls in relation to other numbers. Instruction: Place Attachment B on the board and distribute one to each student. Ask the students the following questions: What is estimation? Why do we estimate? How could we use estimation with this problem? The focus on the first problem: What is 11 close to? (Students should say 10). (I know students struggle with fast facts so reminding them there are easier facts we know and we can use those to check our math). We do 10x6=60. Then we look at our choices, what makes sense? What does between mean? Think about what makes sense? Is our number going to be less than or more than 60? (Remind them we rounded down, so our number would be larger). Also remind students that in the past they have learned multiplication as 11x6 is the same as 10x6+1x6. (This reminds them of math they know). Then show students that they can also add all of their numbers up. Complete the same process with number two. What is 9 close to? (10) Try to look at this problem yourself, I will go around and help as necessary. Allow students to continue to work on the problems and help them as necessary. Again once they complete the problems they may go work on seatwork and play the shapes game. Group 3: See Attachment C Objective: Students will be able to determine a particular side length when given the total perimeter of the shape, and multiple given sides. Instruction: Today we are going to learn something new. This problem uses numbers and letters. All that letters are in math is a place holder for a number we dont know. So when you see letters remember they are just a there to show a number we dont know. In these problems they are on one side length, meaning the letter is a place holder for one missing side. (I think the students are going to be scared of these problems because of the letters). Project one worksheet on the board and give the students one each. Follow GRR for all of the problems. I do the first problem.

Read the problem. Then use what we know about perimeter to solve the problem. We know that the perimeter is what? (Ask a student they will say the outside of the shape or all the sides added up). So we know that 4+X (which we know is just a place holder for our number) +4+M=20. All this equation is saying is that if we add up all the sides our perimeter will be 20. We know 4+4=8. We also know that M & X are the same length that means whatever number they are holding the place for will be the same for both of them. Now we can just guess and check. Lets try 5. Does 4+5+4+5=20? We can use our math that 4+5=9 and 9+9=18. 18 and 20 arent the same so we need to try a new number. We need to try a larger number. Lets try 6. Does 4+6+4+6=20? Is this true? Yes which means just side X is 6. Follow GRR and have them help me with the next one, work with a partner for the third one and they do the last one independently.